As part of our collaboration with the National College for Teaching and Leadership, we have made some of our training materials available.
Why do we need attachment aware schools?
- Introduction - A scripted piece which can be used from early years to secondary settings, showing an early years aged child/children.
- Maggie Atkinson (former Children's Commissioner for England) - Succinct summary on the importance of awareness of attachment issues for education
- Robin Balbernie (clinical psychologist) - Introduction to attachment theory and spectrum of needs.
- Mike Gorman - Why it is important for teachers to know about attachment issues?
- Louise Bomber (Attachment disorder specialist) - Impact of trauma on children in schools, and why schools need to be attachment aware.
- Jeremy Holmes - The neuroscience of attachment (including the amygdala/frontal lobe development, mirror neurons and vagal tone).
How do we create an attachment aware school?
- Keith Ford (primary head teacher) - A whole school approach - the nurturing school.
- Peter Elfer - Early Years attachment and the Key Adult, including why nursery and early years settings need to be attachment aware.
- Louise Bomber - Key features of an attachment aware school.
- Felicia Wood (Secondary School Teacher) - The importance of consistency in the school's approach.
Making a difference through everyday practice
- Clare Langhorn (head teacher of a special educational needs school) - A whole school approach, or the effect of attachment awareness in her school.
- Adam Crockett - The child/young person's insights (the need for attachment-like relationships).
- Paul and Caroline Hicks - How parents and carers can be involved and supported.
- Felicia Wood - The Key Adult/attachment lead.
- Peter Elfer - The Key Adult approach, an overview of how it promotes attachment.
- James Beattie (Play specialist) - How specialist agencies can work with schools.
- Heidi Limbert (health visitor/children's centre manager, Somer Valley) -How can partner agencies work with schools, particularly health visitors and children's centres.
- Niki Smith (Senior social work practitioner) - How specialist agencies can work with schools.
Why attachment awareness makes a difference
- Why attachment makes a difference. We would like to thank Louise Bombèr for her contribution to the opening and closing film sequences.
- Impact Evaluation of the Attachment Aware Schools Pilot Project Phase 1 - Stoke on Trent and Bath and Northeast Somerset Virtual Schools
- Impact Evaluation Report: Attachment Aware Schools Pilot Project Stoke Virtual School
- Impact Evaluation Report - Bath and Northeast Somerset
- The Leicestershire Virtual School’s Attachment Aware Schools Programme - Evaluation Report
- Evaluation of the Attachment Aware Schools programme - Final Report
Brighter Futures and Bath Primary partnership
- Dr. Rebecca McGuire-Snieckus and Dr. Janet Rose, Brighter Futures and Bath Primary Partnership: an early intervention project to improve outcomes for vulnerable children. Presentation.
- Brighter Futures and Bath Primary Partnership: Attachment Aware Independent Impact - Evaluation Report
- Baby Bonds - Parenting, attachment and a secure base for children - This report commissioned by the Sutton Trust reviews international studies of attachment to uncover the effect emotional bonds with parents have on a baby's future outcomes.
- They never give up on you. Office of the Children's Commissioner, School Exclusions inquiry.
- Connor, M. and Russell, R. (2004) Identifying the Incidence of Psychological Trauma and Post-Trauma Symptoms in Children, A Survey of Three Clackmannanshire Schools. Clackmannanshire Council Psychological Service.
- Dann, R. (2011) Look out! ‘Looked after’! Look here! Supporting ‘looked after’ and adopted children in the primary classroom. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 39(5), pp. 455-465.
- Furnivall J., McKenna M., McFarlane S. and Grant E. (2012) Attachment Matters for All - An Attachment Mapping Exercise for Children’s Services in Scotland, Centre for excellence for looked after children in Scotland. Strathclyde.
- Parker R. and Rose J. (2015) Response to Education Select Committee Inquiry Call for Evidence on the mental health and wellbeing of looked after children
- Parker R., Black P. and Rose J. (2015) Presentation on attachment issues in ITE to CEWBS seminar
- Parker R. (2015): Poster on attachment aware schools to NCCPE Engage 15 Conference
Key government reports
- Department for Education (2016) ‘Mental health and behaviour in schools: departmental advice ‘ - first published in June 2014 and updated in March 2016, this also includes a specific reference to attachment issues
- House of Commons Health Committee (2014) ‘Children’s and adolescents’ mental health and CAMHS’ - recommended in November 2014 that awareness of mental health issues, child development and their implications should be a mandatory part of initial teacher training and continuing professional development
- Department of Health (2015) ‘Future in Mind’ , published in March 2015, referred to the importance of whole school approaches to promoting mental health and wellbeing, with specific reference to vulnerable groups
- Department for Education and Department of Health (2015) ‘Promoting the health and well-being of looked after children: statutory guidance’ , published in May 2015, this made specific reference to attachment aware schools
- National Institute for Health and Care Excellence – NICE (2015) ‘Children’s attachment: attachment in children and young people who are adopted from care, in care or at high risk of going into care’, published in November 2015, this makes specific reference to attachment issues in schools
- Department for Education (2016) ‘Core framework for Initial Teacher Training’, published on 12 July, makes specific reference (under Teacher’s Standard 5) for trainee teachers to be aware of attachment issues.
A to D
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- Balbernie, R. (2001) Circuits and circumstances: The neurobiological consequences of early relationship experiences and how they shape later behaviour, Journal of Child Psychotherapy, 27, 237-255.
- Bergin, C. and Bergin, D. (2009) Attachment in the Classroom. Educational Psychology Review, 21, 141-170.
- Bomber, L. (2007) Inside I’m Hurting: Practical Strategies for Supporting Children with Attachment Difficulties in Schools. London: Worth.
- Bowlby, J. (1988) A Secure Base: Parent-Child Attachment and Healthy Human Development. London: Routledge
- C4EO (2010) Narrowing the gap in educational achievement and improving emotional resilience for children and young people with additional needs. London: Centre for Excellence and Outcomes in Children and Young People’s Services.
- Cairns K. and Stanway C. (2004) Learn the Child: helping looked after children to learn. London: British Association for Adoption and Fostering.
- Cairns, K. (2006) Attachment, Trauma and Resilience. London: BAAF.
- Chen, F.M., Hsiao, S.L. and Chun, H.L. (2011) The Role of Emotion in Parent-Child Relationships: Children’s Emotionality, Maternal Meta-Emotion, and Children’s Attachment Security. Journal of Child and Family Studies, 21, 403-410.
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- Coe, R. (2013) Improving education: A triumph of hope over experience. Durham University: Centre for Evaluation and Monitoring.
- Commodari, E. (2013) Preschool teacher attachment, school readiness and risk of learning difficulties Early Childhood Research Quarterly , 28, 123– 133.
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- DoH (2015) Future in mind. Promoting, protecting and improving our children and young people’s mental health and wellbeing.
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E to K
- Ellis, B.H., Alisic, E., Reiss, A., Dishion, T. and Fisher, P.A. (2014) Emotion Regulation Among Preschoolers on a Continuum of Risk: The Role of Maternal Emotion Coaching. Journal of Child and Family Studies, 23,965–974
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- Furnivall, J., McKenna, M., McFarlane, S. and Grant, E. (2012) Attachment Matters for All – An Attachment Mapping Exercise for Children’s Services in Scotland. Centre for Excellence in Looked After Children in Scotland
- Geddes, H. (2006) Attachment in the Classroom. The links between children’s early emotional wellbeing and performance in school. London: Worth
- Gilbert, L., Rose, J. and McGuire-Sniekus, R. (2014) Promoting children’s well-being and sustainable citizenship through emotion coaching. In Thomas, M. (Ed), A Child’s World: Working together for a better future. Aberystwyth: Aberystwyth Press
- Goodman, R. (2001) Psychometric properties of the strengths and difficulties questionnaire. Journal of the American Academy of Childhood and Adolescent Psychiatry, 40 (11), 1337-1345
- Gottman, J., Katz, L. and Hooven, C. (1996) Parental Meta-Emotion Philosophy and the Emotional Life of Families: Theoretical Models and Preliminary Data. Journal of Family Psychology, 10 (3) 243-268
- Gottman, J.M. et al. (1997) Meta-emotion: how families communicate emotionally. Mahwah, NJ: Lawrence Erlbaum Associates
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- Gus, L., Rose, J. and Gilbert, L. (2015) Emotion Coaching: a universal strategy for supporting and promoting sustainable emotional and behavioural well-being. Journal of Educational and Child Psychology, 32.1, 31-41
- Hart, R. (2010) Classroom behaviour management: Educational psychologists’ views on effective practice. Emotional and Behavioural Difficulties, 15, 353–371
- Havighurst, S. S., Wilson, K. R., Harley, A. E., and Prior, M. R. (2009) Tuning in to Kids: An emotion-focused parenting program – initial findings from a community trial. Journal of Community Psychology, 37, 1008-1023
- Havighurst, S. S., Wilson, K. R., Harley, A. E., Kehoe, C., Efron, D. and Prior, M. R. (2012) Tuning into kids:Reducing young children’s behaviour problems using an emotion coaching parenting program. Journal of Child Psychiatry and Human Development, 43, 247-264
- Havighurst, S. S., Wilson, K. R., Harley, A. E., Prior, M. R. and Kehoe, C. (2010) Tuning in to kids: Improving emotion socialization practices in parents of preschool children – findings from a community trial. Journal of Child Psychology and Psychiatry, 51, 1342-1350
- Holmes J (1993) John Bowlby and attachment theory. London: Routledge
- Howard-Jones, P. (2014) Evolutionary perspectives on mind, brain and education. Mind, Brain and Education, 8, 21-32
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- Katz, L.F., Maliken, A. C. and Stettler, N. M. (2012) Parental Meta-Emotion Philosophy: A Review of Research and Theoretical Framework. Child Development Perspectives, 6.4, 417-422
- Katz, L.F., Hunter, E. and Klowden, A. (2008) Intimate partner violence and children’s reaction to peer provocation; The moderating role of emotion coaching. Journal of Family Psychology, 22.4, 614-21
- Katz, L.F. and Windecker-Nelson, B. (2004) Parental meta-emotion philosophy in families with conduct problem children: Links with peer relations. Journal of Abnormal Child Psychology, 32.4, 385-98
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- Kehoe, C., Havighurst, S. and Harley, A. (2014) Tuning in to Teens: Improving Parent Emotion Socialization to Reduce Youth Internalizing Difficulties. Social Devlopment, 23 (2), 413-431
- Kennedy, B.L. (2008) Educating students with insecure attachment histories: toward an interdisciplinary theoretical framework. Pastoral Care in Education, 26(4), 211-230
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L to R
- Marmot, M. (2010). Fair society, healthy lives. The Marmot review Executive Summary. London: The Marmot Review
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- Moss, E., and St-Laurent, D. (2001) Attachment at school age and academic performance. Developmental Psychology, 37, 863-874
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- NICE (2015) Children’s attachment: attachment in children and young people who are adopted from care, in care or at high risk of going into care. NICE Guidelines (NG26).NSCDC (2012) The Science of neglect: The persistent absence of responsive care disrupts the developing brain: working paper 12. [Online]. Available at: http://www.developingchild.harvard.edu
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- O’Connor, M. and Russell, A. (2004) Identifying the incidence of psychological trauma and post-trauma symptoms in children. Clackmannanshire: Clackmannanshire Council Psychological Service
- Parker, R., Rose, J. and Gilbert, L. (2016) Attachment Aware Schools – an alternative to the behaviourist paradigm. In Noddings, N. and Lees, H. (Eds) The International Handbook of Alternative Education. London: Palgrave
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- Rose, J. and McGuire-Snieckus, R. (2014) Independent Impact Evaluation Report Brighter Futures and Bath Primary Partnership: an early intervention project to improve outcomes for vulnerable children. Bath: Institute for Education, Bath Spa University
- Rose, J., McGuire-Snieckus, R. and Wood, F. (2015a) Independent Impact Evaluation Report of Brighter Futures Nurture Outreach Service. Bath: Institute for Education, Bath Spa University
- Rose, J. McGuire-Sniekus, R. and Gilbert, L., (2015b) Emotion coaching – A strategy for promoting behavioural self-regulation in children/young people in schools: A pilot study. European Journal of Social and Behavioural Sciences, 13, 1766-1790
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S to Z
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